Applied Neuropsychology: Child最新文献_第8页

Co-occurring anxiety disorders and cognitive performance in children and adolescents with attention-deficit/hyperactivity disorder: A retrospective chart review. 患有注意缺陷/多动障碍的儿童和青少年共发焦虑症和认知表现：回顾性图表回顾

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-03-25 DOI: 10.1080/21622965.2026.2649246

Mesut Sari, Yasemin İmrek, Ali Evren Tufan

{"title":"Co-occurring anxiety disorders and cognitive performance in children and adolescents with attention-deficit/hyperactivity disorder: A retrospective chart review.","authors":"Mesut Sari, Yasemin İmrek, Ali Evren Tufan","doi":"10.1080/21622965.2026.2649246","DOIUrl":"https://doi.org/10.1080/21622965.2026.2649246","url":null,"abstract":"Objective: Prior findings on anxiety comorbidity and cognition in youth with ADHD are mixed. We tested whether co-occurring anxiety disorders relate to differences in selected cognitive outcomes.Methods: Retrospective chart review of 175 treatment-naïve patients aged 6-18 years with primary ADHD (ADHD-only n = 114; ADHD+anxiety n = 61) evaluated 2020-2025 in Turkey. Anxiety disorders (GAD, separation anxiety, social or specific phobia) were diagnosed clinically (DSM-5) and supported by K-SADS-PL screening. Outcomes were grade-standardized oral reading speed, Trail Making Test (TMT) A/B time and errors, and WISC-R full-scale, verbal, and performance IQ. Group differences were tested with (M)ANCOVA adjusting for age; Holm-Bonferroni controlled family-wise error.Results: The ADHD+anxiety group was older and had higher clinician-rated global severity (CGI-S). After age adjustment and correction, no group differences were observed in reading speed or TMT outcomes. Verbal IQ was nominally higher in the comorbid group but did not remain significant after correction.Conclusions: In this clinic-based sample, anxiety comorbidity was not associated with poorer processing speed or cognitive flexibility on this battery.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.1,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147508844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing competencies in neurorehabilitation by integrating Evidence-based intervention delivery into psychology training: A clinical example. 通过将循证干预纳入心理学训练，提高神经康复能力：一个临床例子。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-03-23 DOI: 10.1080/21622965.2026.2644531

KellyAnn Bonanno, Sabrina J Bothwell, Sandra Glazer, Jamie Patronick, Kelly McNally, Shannon Scratch, Lindsay Cirincione, Shari L Wade

{"title":"Enhancing competencies in neurorehabilitation by integrating Evidence-based intervention delivery into psychology training: A clinical example.","authors":"KellyAnn Bonanno, Sabrina J Bothwell, Sandra Glazer, Jamie Patronick, Kelly McNally, Shannon Scratch, Lindsay Cirincione, Shari L Wade","doi":"10.1080/21622965.2026.2644531","DOIUrl":"https://doi.org/10.1080/21622965.2026.2644531","url":null,"abstract":"Objective: To examine the utility of implementing a neurorehabilitation intervention in pediatric psychology and neuropsychology training programs for building clinical competencies in neurorehabilitation.Method: Using a convergent mixed methods approach, we surveyed neuropsychological and pediatric psychology trainees who completed training for the Teen Online Problem-Solving program (TOPS). The survey asked about training and competency on a 5-point Likert scale. Open-ended responses to \"How has completing TOPS training changed how you practice as a psychologist?\" were used for inductive thematic analyses. We surveyed site leaders and supervising psychologists at three hospitals (two in the United States and one in Canada) that integrated TOPS into their psychology training programs to provide case studies.Results: 30 trainees completed the survey. Quantitatively, they indicated the TOPS program was a valuable part of training and improved understanding of neurological sequelae. Trainees endorsed that TOPS increased confidence and comfort working with adolescents and families and enhanced competency in delivering evidence-based interventions for neurodevelopmental disorders. Qualitative analyses yielded five themes: (1) enhanced clinical skills, (2) better tailoring to patients' needs, (3) greater confidence delivering and adapting interventions, (4) equipping families with a helpful tool, and (5) informed feedback and recommendations for families.Conclusion: Our mixed-methods analysis suggests that integrating evidence-based neurorehabilitation programs, such as TOPS, into neuropsychology and pediatric psychology training can build competencies, confidence, and interdisciplinary collaboration in neurorehabilitation.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.1,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147497371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Contribution of executive function on the prediction of learning quality, early language ability, and mathematical ability in preschool children in Sultanate Oman. 阿曼苏丹国学龄前儿童的执行功能对学习质量、早期语言能力和数学能力的预测作用。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-03-19 DOI: 10.1080/21622965.2026.2641684

Rabab Abdallah Elawady Abdou

{"title":"Contribution of executive function on the prediction of learning quality, early language ability, and mathematical ability in preschool children in Sultanate Oman.","authors":"Rabab Abdallah Elawady Abdou","doi":"10.1080/21622965.2026.2641684","DOIUrl":"https://doi.org/10.1080/21622965.2026.2641684","url":null,"abstract":"The aim was to investigate the predictive effect of executive function on learning quality, early language ability, and mathematical ability in preschool children aged 4-6 in Sultanate Oman. A cross-sectional mediation model in which learning quality mediated the relationship between executive function and early mathematical and language abilities was used. Five kindergartens were selected from Oman. One small, one medium, and one large class were randomly selected from each kindergarten, for a total of 15 classes. In each class, teachers selected 10-20 children with average performance, totaling 270 children, of whom 140 were girls (51.8%). There were 130 boys (48.2%). This study yielded the following findings: (1) executive function has a significant positive predictive effect on learning quality and early-stage language and mathematical abilities; and (2) learning quality plays a partial mediating role in the relationship between executive function and early-stage mathematical abilities, but has no mediating role in the relationship between executive function and early-stage language abilities.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-7"},"PeriodicalIF":1.1,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147484312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The use of EEG and ERP markers for early identification of specific learning disorders in preschool children: A systematic literature review. 应用脑电图和ERP标记对学龄前儿童特异性学习障碍的早期识别：系统的文献综述。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-03-17 DOI: 10.1080/21622965.2026.2643348

Antonina Maria Christodoulou, Louiza Voniati, Konstantinos Tsamis, Victoria Zakopoulou

{"title":"The use of EEG and ERP markers for early identification of specific learning disorders in preschool children: A systematic literature review.","authors":"Antonina Maria Christodoulou, Louiza Voniati, Konstantinos Tsamis, Victoria Zakopoulou","doi":"10.1080/21622965.2026.2643348","DOIUrl":"https://doi.org/10.1080/21622965.2026.2643348","url":null,"abstract":"Objective: The present study is a systematic literature review of the role of electroencephalography (EEG) and Event-related Potentials (ERPs) in the early identification of Specific Learning Difficulties (SLD) for preschool-age children.Method: Searching in 11 databases, 114 studies were retrieved as relevant to this topic. Of these, only 6 met the strict inclusion criteria defined, due to the narrow age focus.Results: Based on the studies' overview, the following issues have emerged: (i) the detection of early risk biomarkers for SLDs through EEG and ERPs assessment, (ii) the exploration of the neurobiological basis of these difficulties, and (iii) the investigation of the effectiveness of EEG and its data analysis in early identification of SLDs.Conclusions: Current review indicates that EEG and ERP measures have the potential to be used for the early identification of SLDs, revealing biomarkers in spectral patterns, auditory-evoked components, and immature neural connectivity linked to later cognitive deficits. When combined with family, behavioral, and psychological data, the EEG may enhance early assessment. However, few studies, limited age ranges, and methodological inconsistencies highlight major gaps. More systematic, age-specific research is required before these measures can be adopted as reliable preschool screening tools in global clinical practice.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-22"},"PeriodicalIF":1.1,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147466846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early neuropsychological outcomes following pediatric acquired brain injury: a prospective longitudinal pilot study. 儿童获得性脑损伤后的早期神经心理学结果：一项前瞻性纵向先导研究。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-03-11 DOI: 10.1080/21622965.2026.2637707

G Gamberini, B Svevi, R D'Alessandro, D Marcotulli, P Peretta, A Tocchet, R Vittorini, M Zanatta, A Martinuzzi, B Vitiello, F Ricci

{"title":"Early neuropsychological outcomes following pediatric acquired brain injury: a prospective longitudinal pilot study.","authors":"G Gamberini, B Svevi, R D'Alessandro, D Marcotulli, P Peretta, A Tocchet, R Vittorini, M Zanatta, A Martinuzzi, B Vitiello, F Ricci","doi":"10.1080/21622965.2026.2637707","DOIUrl":"10.1080/21622965.2026.2637707","url":null,"abstract":"Pediatric Acquired Brain Injury (ABI) represents a complex clinical condition with significant neuropsychological impact. While long-term outcomes are well-documented, the early post-acute phase remains under-investigated despite representing the optimal window for neuroplastic recovery and intervention. This prospective longitudinal pilot study characterized early neuropsychological outcomes in pediatric ABI over the first year post-injury. Sixteen children (aged 3-16) with non-progressive ABI underwent comprehensive neuropsychological assessment at early post-acute phase (T0) and ten children at one-year follow-up (T1). Despite preserved global intellectual functioning at baseline, participants showed significant domain-specific deficits in processing speed, auditory attention, inhibition, cognitive flexibility, and verbal memory. At T1, selective recovery patterns emerged with normalization of processing speed, cognitive flexibility, and verbal memory, while inhibitory control and verbal fluency remained impaired. Longitudinal analyses revealed statistically significant improvements in cognitive flexibility, verbal long-term memory, visuoconstructive skills, and text comprehension. Individual recovery trajectories demonstrated substantial variability, highlighting the heterogeneous nature of recovery and the need for personalized interventions. These preliminary findings identify specific deficits in fundamental neuropsychological skills during early phases post-ABI. Early comprehensive assessment and targeted multi-domain rehabilitation are crucial for addressing core deficits during this critical neuroplastic window. Larger-scale studies are needed to validate these recovery patterns and develop evidence-based interventions.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-19"},"PeriodicalIF":1.1,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147430429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A new measurement tool for school readiness with developmental, learning, and functional outcomes: A comprehensive school readiness assessment scale (COSRAS). 一种具有发展、学习和功能结果的学校准备的新测量工具：综合学校准备评估量表（COSRAS）。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-03-06 DOI: 10.1080/21622965.2026.2640183

Selen Aydoner Bektas, Gonca Bumin, Sevilay Karahan

{"title":"A new measurement tool for school readiness with developmental, learning, and functional outcomes: A comprehensive school readiness assessment scale (COSRAS).","authors":"Selen Aydoner Bektas, Gonca Bumin, Sevilay Karahan","doi":"10.1080/21622965.2026.2640183","DOIUrl":"https://doi.org/10.1080/21622965.2026.2640183","url":null,"abstract":"This study aimed to develop the Comprehensive School Readiness Assessment Scale (COSRAS), a multidimensional instrument designed to evaluate school readiness in children aged 57-72 months. Scale development followed DeVellis's framework. An initial item pool of 216 items was generated based on developmental, learning-related, and functional school readiness constructs and subsequently refined through expert review to 182 items. The finalized scale was completed by teachers of 1813 children, and test-retest reliability data were obtained from 386 teachers. Content validity indices were high, ranging from 0.892 to 1.000. Exploratory and confirmatory factor analyses supported the proposed eight-factor structure, demonstrating excellent model fit (CFI = 0.999; RMSEA = 0.000-0.009). Convergent validity with the Primary School Readiness Scale was strong (r = 0.665-0.695). The internal consistency of the scale was excellent across all domains (α = 0.916-0.969), and test-retest reliability was high (ICC > 0.990). COSRAS demonstrates strong psychometric properties and provides a comprehensive assessment of school readiness by integrating developmental competencies, learning-related skills, and functional performance. The scale enables early identification of children who may be at risk for neurodevelopmental or learning-related challenges before school entry. COSRAS may assist educators and allied professionals in early childhood and school-based settings by offering domain-specific profiles that inform instructional planning, individualized supports, and early intervention strategies.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-13"},"PeriodicalIF":1.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147363617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive inhibition deficits in Moroccan children with dyscalculia: A cross-sectional study. 摩洛哥计算障碍儿童的认知抑制缺陷：一项横断面研究。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-02-28 DOI: 10.1080/21622965.2026.2630823

Salahddine Zerouali, Hamid Kaddouri, Abdelouahed El-Kamia, Smail Alaoui

{"title":"Cognitive inhibition deficits in Moroccan children with dyscalculia: A cross-sectional study.","authors":"Salahddine Zerouali, Hamid Kaddouri, Abdelouahed El-Kamia, Smail Alaoui","doi":"10.1080/21622965.2026.2630823","DOIUrl":"https://doi.org/10.1080/21622965.2026.2630823","url":null,"abstract":"Objective: Inhibitory control deficits have been implicated in developmental dyscalculia (DD), yet specific relationships between inhibition and arithmetic domains remain unclear. This study investigated inhibitory control in children with DD across nine arithmetic domains.Methodology: Sixty-four children aged 9-11 years (32 with DD, 32 typically developing) completed the Stroop Color-Word Interference Test and a comprehensive arithmetic battery assessing quantity comparison, arithmetic operations, counting dots, subitizing, quantity estimation, number positioning, reverse verbal counting, number reading, and problem solving.Results: Children with DD demonstrated significantly poorer inhibitory control, with longer completion times (M = 101.16 vs. 71.25 seconds) and more interference errors (d = 1.18, r = .41, both p < .001). Correlation analyses revealed a notable dissociation: controlled processing tasks showed strong negative correlations with Stroop performance (r = -.43 to -.55, p < .001), while automatic processing tasks showed positive correlations (r = +.27 to +.44, p < .05). These patterns remained significant after controlling for age.Conclusions: Children with DD may require differentiated interventions depending on whether difficulties stem from weak controlled processing or disrupted automatic processing. Results support dual-process theories and highlight need for domain-specific assessment and intervention.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.1,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147321351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neuropsychological aspects of the Moyamoya disease: A case report. 烟雾病的神经心理学方面：1例报告。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-02-28 DOI: 10.1080/21622965.2026.2636300

Bruno Javorski Cardoso, Emmanuelly Ventura Schrattener, Luana Breda, Caroline Liporaci, Gabriel Sousa Andrade

{"title":"Neuropsychological aspects of the Moyamoya disease: A case report.","authors":"Bruno Javorski Cardoso, Emmanuelly Ventura Schrattener, Luana Breda, Caroline Liporaci, Gabriel Sousa Andrade","doi":"10.1080/21622965.2026.2636300","DOIUrl":"https://doi.org/10.1080/21622965.2026.2636300","url":null,"abstract":"Moyamoya syndrome is characterized by endothelial hyperplasia fibrosis of the carotid artery and its adjacent pathways, and its main clinical feature is the occurrence of strokes. It has a prevalence of 3 cases per 100,000 children in Asian countries, where it is more common. This study sought to identify the aspects and comorbidities associated with the syndrome based on a previously conducted neuropsychological assessment. Perception, attention, language, social cognition, memory, executive functions, reasoning, and processing speed were assessed, in addition to an inventory for Obsessive-Compulsive Disorder. The results showed evidence that the condition may be associated with obsessive-compulsive symptoms, with below-expected performance in memory, executive functions, social interaction, processing speed, executive reasoning, and visual perception. These observations were consistent with the literature in the field, although it is emerging, requiring further studies on the subject to confirm the relationship between the syndrome and obsessive-compulsive symptoms. Finally, guidance was provided on activities and tasks that can be performed to mitigate the deficits found.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.1,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147316127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are novel serum inflammatory biomarkers and executive functions related to irritability in adolescents with DMDD? 新的血清炎症生物标志物和执行功能与DMDD青少年的易怒有关吗？

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-02-24 DOI: 10.1080/21622965.2026.2636287

Gonca Özyurt, Ezgi Karagöz Tanıgör, İmge Mercanoğlu, Süleyman Emre Özyürek, Berk Ayerlikaya, Yusuf Öztürk, Ali EvrenTufan, Hüseyin Burak Baykara, Neslihan İnal

{"title":"Are novel serum inflammatory biomarkers and executive functions related to irritability in adolescents with DMDD?","authors":"Gonca Özyurt, Ezgi Karagöz Tanıgör, İmge Mercanoğlu, Süleyman Emre Özyürek, Berk Ayerlikaya, Yusuf Öztürk, Ali EvrenTufan, Hüseyin Burak Baykara, Neslihan İnal","doi":"10.1080/21622965.2026.2636287","DOIUrl":"https://doi.org/10.1080/21622965.2026.2636287","url":null,"abstract":"Disruptive Mood Dysregulation Disorder (DMDD) is characterized by chronic irritability and severe outbursts of anger and is increasingly being linked to underlying neurobiological and immunological mechanisms. Chronic inflammation is hypothesized to play a role in cognitive dysfunction in mood disorders. This study aimed to compare adolescents diagnosed with DMDD with a healthy control group in terms of executive functions (EF) and novel serum inflammatory biomarkers. A total of 26 adolescents with DMDD and 26 age- and gender-matched healthy controls were included in the study. All participants completed the Affective Reactivity Index (ARI) and underwent structured diagnostic interviews (Kiddie-SADS). Executive functions were assessed using the Wisconsin Card Sorting Test (WCST) and the Stroop ColorWord Test (SCWT). Serum levels of inflammatory biomarkers were measured. In the DMDD group, there was a significant increase in systemic inflammatory biomarker levels compared to the control group. In addition, adolescents with DMDD showed poor performance in EF, particularly in measures reflecting cognitive flexibility and inhibition. Correlation analyses revealed that ARI scores were positively associated with both inflammatory markers and EF impairment. The results of this study may promote the hypothesis that inflammation plays an important role in the etiology of chronicirritability in adolescents. Additionally, this study suggests that adolescents diagnosed with DMDD face difficulties in EF. Youths with DMDD may benefit from specific therapeutic cognitive programs.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.1,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147281854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effectiveness of virtual reality gamification on improving visual function of children with attention deficit hyperactivity disorder. 虚拟现实游戏化对注意缺陷多动障碍儿童视觉功能改善的效果。

IF 1.1 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-02-19 DOI: 10.1080/21622965.2026.2621290

Hui-Ying Kuo, Hsin-Hui Lu, Zih-Syuan Chan, Kwang Meng Cham, Jeng-Dau Tsai, Han-Yin Sun

{"title":"The effectiveness of virtual reality gamification on improving visual function of children with attention deficit hyperactivity disorder.","authors":"Hui-Ying Kuo, Hsin-Hui Lu, Zih-Syuan Chan, Kwang Meng Cham, Jeng-Dau Tsai, Han-Yin Sun","doi":"10.1080/21622965.2026.2621290","DOIUrl":"10.1080/21622965.2026.2621290","url":null,"abstract":"Clinical relevance: Virtual Reality (VR) gamification has the potential to improve the visual function of children with attention deficit hyperactivity disorder (ADHD).Background: To assess the relationship between visual function and the impact of using VR gamification in training children with ADHD compared to controls.Methods: Sixty participants aged between 6 and 13 years completed a series of visual function tests and the Convergence Insufficiency Symptom Survey (CISS). Seventeen participants with ADHD were introduced to VR gamification and pre-and post-training outcomes were compared.Results: The ADHD group demonstrated significant reduced accommodative facility (p = 0.015) and obtained higher CISS scores (p < 0.001). After 12 weeks of VR gamification training, a significant improvement was observed in the near point of convergence (NPC) (p = 0.039), along with a greater proportion of orthophoria.Conclusions: This is the first study to utilize VR gamification as a training method for children with ADHD. While improvements in NPC and orthophoria were observed, other aspects of visual function remained largely unchanged. Further research is warranted to explore the long-term effects of this novel intervention.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.1,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146225278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0